Importance of Neuroinclusion in Design

When we talk about neuroinclusion in design, we usually focus on conditions like ADHD and autism. I get it, I'm AuDHD. It dominates the conversation for me too. But here's where neuroinclusion experts need to really dig deeper. Neurodivergence also includes folks who experience altered states of mind, including people with schizophrenia, bipolar disorder, dissociative disorders, or other mental health conditions that shift their perception, cognition, or identity. For a college student with schizophrenia, for example, an overly-crowded cafeteria can increase paranoia, while sound reverberation or inconsistent lighting can exacerbate auditory or visual hallucinations. Neuroinclusion isn't about designing for "typical" neurodivergent users - or just thinking about neurodivergence as hyper/hyposensitivity. It’s about creating spaces that support the fulllllllll spectrum of human experiences, including experiences that include plurality, hearing voices, dissociation, mania, and psychosis. (Thanks to Sonny Jane Wise for prompting these reflections today. 🧠 )

Love to see the topic of neurodiversity in Harper's Bazaar — https://lnkd.in/e6MKGxwd but our research shows that not all the content is well-founded.   Perhaps we need to write an article entitled... "Why we need to start leveraging science and evidence-based design solutions for neuroinclusion in the workplace." To truly understand how space is impacting us we need to lean into the science of design, gleam the insights for research and find real solutions, not patches, to create environments where all can thrive. Our team of designers has partnered with neurodivergents, inclusive advocates, academics and environmental psychologist to gain a deeper understanding of how space is impacting us. And you might be surprised by some of the findings. For instance, our research shows that more people are bothered by being in enclosed space then are being in open space. But open spaces need to be designed well - with the six modalities of work, spatial sequencing and hyper and hypo settings to enable individuals to find the right environmental setting that meets their sensory profile. Our research also shows that while acoustics is a major issue in most environments, silence isn’t always the answer. Spaces that are too quiet can be triggering and unsettling and most people like some form of background sound, or hum, to be able to function well in the space. We also know that men and women often response to sensory stimulation differently, so it’s important to understand that and provide options and choices. One size misfits all. When we truly understand the issues and how to design for inclusion, we can create spaces where all can thrive. in our upcoming book “Designing Neuroinclusive Workplaces" we will share the findings from over eight years of research and recommendations for how we as a community can create inclusive spaces. Research, studies and pilots lead to better solutions. now: https://lnkd.in/eP5w-f-d #HOK #neurodiversity #designresearch #workplace

Lighting, noise, and layout can make or break a workday for neurodivergent folks. Fluorescent lights or background chatter might seem minor, but they can be overwhelming. Offering noise-canceling headphones, flexible lighting, or quiet zones can dramatically improve employee wellness and productivity. Small adjustments create huge impacts—especially when they come from thoughtful, inclusive design. Ask your team what would help them work better. Inclusion often starts with listening. #Neurodivergent

We talk a lot about removing “barriers to access” in education, but are we truly designing for 𝐚𝐥𝐥 students—or just 𝘮𝘰𝘴𝘵? This is where understanding the difference between 𝐮𝐧𝐢𝐯𝐞𝐫𝐬𝐚𝐥 𝐝𝐞𝐬𝐢𝐠𝐧 and 𝐢𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐝𝐞𝐬𝐢𝐠𝐧 becomes critical, especially when working with #neurodivergent students in higher education. 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐚𝐥 𝐃𝐞𝐬𝐢𝐠𝐧: 𝘈 𝘴𝘪𝘯𝘨𝘭𝘦 𝘴𝘰𝘭𝘶𝘵𝘪𝘰𝘯 𝘧𝘰𝘳 𝘵𝘩𝘦 𝘸𝘪𝘥𝘦𝘴𝘵 𝘢𝘶𝘥𝘪𝘦𝘯𝘤𝘦. Universal design is foundational. It’s about removing broad barriers so the majority of students can access & engage with learning. Think of it as setting the stage for accessibility. (𝐒𝐨𝐦𝐞) 𝐊𝐞𝐲 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐬: ◼️ Broadly applicable solutions that don’t require individual adjustments. ◼️ Proactive strategies to anticipate common needs. ◼️ Simplicity, flexibility, and consistency. 𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝐬 𝐢𝐧 𝐇𝐢𝐠𝐡𝐞𝐫 𝐄𝐝: ◻️ Lecture recordings available online for all students. ◻️ Classrooms equipped with adjustable desks & chairs for ergonomic comfort. ◻️ Digital course materials accessible through a central platform. These are great starting points, but they focus on removing visible barriers and may leave 𝐡𝐢𝐝𝐝𝐞𝐧 𝐛𝐚𝐫𝐫𝐢𝐞𝐫𝐬 unaddressed. 𝐈𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐃𝐞𝐬𝐢𝐠𝐧: 𝘛𝘢𝘪𝘭𝘰𝘳𝘦𝘥 𝘴𝘰𝘭𝘶𝘵𝘪𝘰𝘯𝘴 𝘵𝘩𝘢𝘵 𝘤𝘦𝘭𝘦𝘣𝘳𝘢𝘵𝘦 𝘥𝘪𝘷𝘦𝘳𝘴𝘪𝘵𝘺. Inclusive design goes beyond the universal to ask, 𝘞𝘩𝘰 𝘪𝘴 𝘴𝘵𝘪𝘭𝘭 𝘴𝘵𝘳𝘶𝘨𝘨𝘭𝘪𝘯𝘨, 𝘢𝘯𝘥 𝘸𝘩𝘺? It seeks to identify and remove the less obvious barriers that prevent full participation, especially for neurodivergent students. (𝐒𝐨𝐦𝐞) 𝐊𝐞𝐲 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐬: ◼️ Flexibility and personalization: Recognizing that “one-size-fits-all” isn’t enough. ◼️ User involvement: Including neurodivergent voices in the design process. ◼️ Sensory & cognitive inclusivity: Designing spaces and systems that support diverse needs. 𝐄𝐱𝐚𝐦𝐩𝐥𝐞𝐬 𝐢𝐧 𝐇𝐢𝐠𝐡𝐞𝐫 𝐄𝐝: ◻️ Lecture Recordings: Inclusive design ensures recordings are available in multiple formats; audio for auditory learners, dyslexia-friendly transcripts, & visual summaries for ADHD learners. ◻️ Assessments: Universal design might provide extended time for tests; inclusive design offers alternative ways to demonstrate learning, such as presentations, creative projects, or video essays. 𝐖𝐡𝐲 𝐓𝐡𝐢𝐬 𝐃𝐢𝐬𝐭𝐢𝐧𝐜𝐭𝐢𝐨𝐧 𝐌𝐚𝐭𝐭𝐞𝐫𝐬: Universal design removes broad barriers. Inclusive design removes 𝐬𝐩𝐞𝐜𝐢𝐟𝐢𝐜 𝐨𝐛𝐬𝐭𝐚𝐜𝐥𝐞𝐬 and builds 𝐛𝐫𝐢𝐝𝐠𝐞𝐬 for students who might otherwise feel left out. For neurodivergent students, this difference is huge. Universal design makes education 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆. Inclusive design makes it 𝒑𝒆𝒓𝒔𝒐𝒏𝒂𝒍. It’s about moving from, “𝘊𝘢𝘯 𝘦𝘷𝘦𝘳𝘺𝘰𝘯𝘦 𝘢𝘤𝘤𝘦𝘴𝘴 𝘵𝘩𝘪𝘴?” to “𝘋𝘰𝘦𝘴 𝘵𝘩𝘪𝘴 𝘢𝘤𝘵𝘶𝘢𝘭𝘭𝘺 𝘸𝘰𝘳𝘬 𝘧𝘰𝘳 𝘦𝘷𝘦𝘳𝘺𝘰𝘯𝘦?” I'm Kelly Colon and I raise awareness & support neurodivergent humans. Ask me how. *Dall-E had fun with these images - they are not my vision of either*